Response to—Development and pilot testing of an online training program for better use of internet to learn about depression and anxiety (BUILDA)

Abstract

Dear Editor, We read the article with great interest entitled “Development and pilot testing of an online training program for better use of internet to learn about depression and anxiety (BUILDA).” The article summarized the prevalence of depression and anxiety among college students in the United States has become a significant health concern. According to 2021 national data, 24% of students were diagnosed with depression, 29% with anxiety, and 19% with both conditions. To address the increasing mental health needs of students, various services, including on-campus mental health services and online resources, have been implemented. The paper emphasizes the importance of digital health literacy in addressing mental health issues among college students. Digital health literacy involves the ability to seek, find, understand, and appraise health information from electronic sources. Gaps in digital health literacy, especially in health information search and evaluation skills, have been identified as potential barriers to effective use of online resources for mental health improvement. A 2016 survey at a US university revealed that only 47% of participants could effectively use the Internet for their mental health information needs, particularly regarding depression. The study identified prior knowledge about depression and digital health literacy as key predictors for effective use of online depression information. This highlighted the need for systematic training to enhance mental health domain-specific knowledge and digital health literacy skills. To address this need, the authors developed and pilot-tested a web-based training program called BUILDA. This program aimed to improve mental health literacy and digital health literacy, enabling students to effectively use online information about mental health topics. The BUILDA program consisted of four modules, each focusing on specific knowledge and skills related to mental health and digital health literacy. The modules included recorded lectures, hands-on exercises, and case studies. The training program utilized a combination of social cognitive theory, cognitive skill acquisition theory, knowledge creating theory, and Bloom’s taxonomy of educational objectives. A pilot study was conducted with ten undergraduate students, showing a significant improvement in mental health literacy related to depression and anxiety. However, there were no significant changes in digital health literacy or the effective use of the Internet. Despite this, participants demonstrated improved ability to use the Internet for mental health information in case scenarios. The study suggested that a short online training program like BUILDA could enhance both mental health literacy and digital health skills among college students. Feedback from participants indicated that the program was useful, and further improvements were made based on their suggestions. The study acknowledged some limitations, such as a small sample size, and emphasized the ongoing evaluation to collect evidence on training efficacy.[1-4] In conclusion, the BUILDA pilot study showed promise in addressing mental health literacy and digital health literacy among college students. Future research is needed to establish a more robust evidence base for the effectiveness of digital health literacy training programs, with a focus on larger sample sizes and practical applications of learned skills. The study also highlighted the importance of integrating mental health literacy and digital health literacy education into college curricula to better equip students in utilizing online resources for health improvement.[1] Other studies has found similar results.[2-4] In our opinion, while the BUILDA pilot study presents valuable insights into the potential benefits of a short online training program for improving mental health and digital health literacy among college students, several additional points may be considered. First and foremost, the limited diversity in participant demographics, including gender, race, and socioeconomic status, further restricts the external validity of the results. Additionally, the reliance on self-reported measures, particularly for digital health literacy, introduces a potential bias, as participants may overestimate their proficiency in utilizing online resources. The study’s short duration and the lack of a control group limit the ability to draw definitive conclusions about the long-term effectiveness of the BUILDA program. Finally, while participants provided positive feedback, the subjective nature of their responses might not fully capture the program’s impact, emphasizing the need for more objective outcome measures in future evaluations. Overall, these additional points underscore the preliminary nature of the study and highlight the necessity for larger, more diverse samples and rigorous research designs to establish the efficacy and generalizability of the BUILDA training program. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.

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